ANSTO Radiation Guide To Teachers

Science Lesson Plan for K-6 Teachers
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Contents
Unit Overview 3
Unit Description 4
Outcomes and Indicators 4
Assessment 5
Links with other KLA’s 5
Suggested Excursion 6
Links with National Statements of Learning for Science 6
Materials and Equipment 7
Teaching Strategies 8
Lesson 1 A Look at the Atom 8
Lesson 2 Atomic Detectives 11
Lesson 3 Build an Unstable Nucleus 15
Lesson 4 A Sweet Simulation of Half-Life 18
Lesson 5 Energy Transformations 22
Lesson 6 Modern Applications 26
Lesson 7 The Dark Side of Nuclear Technology 29
Lesson 8 “Are Radioactive Isotopes too Dangerous to Use?” 35
Resource List 37
References 42
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Unit Overview Radiation: From the Inside Out!
Lesson Lesson Objective
Lesson 1 To capture students interest and find out what they think they
A Look at the Atom know about the atom.
Lesson 2 To capture students interest and find out what they think they
Atomic Detectives know about radioactivity.
Session 1
Energy from the Atom
Session 2
Marie Curie
Element Discoverer
Lesson 3 To provide hands-on, shared experiences of what makes an

Build an Unstable Nucleus atom unstable.
Lesson 4 To provide hands-on, shared experiences of the halflife of an

A Sweet Simulation of Half-Life element.
Lesson 5 To support students to summarise, represent and explain their

Energy Transformations understanding of how nuclear energy can be harnessed.
Lesson 6 To support students to summarise, represent and explain their

Modern Applications understanding of the uses of radioactivity.
Lesson 7 To support students to understand the hazards of nuclear

The Dark Side of Nuclear Technology radiation.
Session 1
Nuclear Waste
Session 2
Personal Radiation Dose
Lesson 8
“Are Radioactive Isotopes too To provide opportunities for students to reflect on their
Dangerous to Use?” learning during this unit and prepare a debate that represents
what they know about the benefits and problems associated
with the use of radioactive isotopes.
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Unit Description
This unit provides opportunity to identify and explore the different forms of radioactivity. These
include alpha particles, beta particles and gamma radiation. Students will be able to explain how
nuclear energy is transformed into heat, movement and electrical energy for people to use. The Sun
is the primary source of energy for the Earth. Radioisotopes play a very significant role in our lives.
Students will investigate both the benefits and the problems associated with the use of radioisotopes.
Outcomes and Indicators

Content Strands Learning Processes
A student: A student:
Information and Communication (IC S3.2) Investigating (INV S3.7)
• selects websites and other reference material • collects and records information on the factors
and checks their accuracy through identifying that make an isotope radioactive
sources, currency of information, purpose and
• devises an experiment to simulate the half-life
bias.
of an element
Physical Phenomena (PP S3.4)
• researches information on the uses and
• evaluates past models of the atom effects of radioisotopes in science, medicine
and industry
• researches the different forms of radiation and
applies findings to understanding the Designing and Making (DM S3.8)
radioactive decay of specific isotopes
• works collaboratively to design and make a
• develops and evaluates a model to represent model to represent an unstable atom
an unstable atom
• designs a presentation to support an argument
• demonstrates energy transfer between the about the safety or danger of the use of
Sun and the Earth radioactive isotopes
• identifies energy transformations that occur in Using Technology (UT S3.9)
a coal power station and in a nuclear reactor
• uses a digital or video camera to record
• researches information on the uses and students’ findings
effects of radioisotopes in science, medicine
• uses email to communicate with ANSTO after
and industry
researching about radioisotopes
• observes and predicts the hazards of nuclear
• prepares arguments about the potential
radiation
hazards of waste from a nuclear power station
Earth and its Surroundings (ES S3.6)
• selects and uses a range of information
• researches information on the causes and sources to research the contribution of ANSTO
effects of nuclear accidents to regional and global initiatives
• devises an experiment to simulate the half-life
of an element
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Assessment
Listed below are selected examples of strategies that may be used in assessing this unit.
Diagnostic Assessment
Science and Technology workbook entries
‘Observation record: Describing the atom’ (Resource Sheet 1)
Formative Assessment
‘Changing Energy’ (Resource Sheet 5)
Summary
Email or letter sent to ANSTO
Summative Assessment
Students’ comments during presentations
Class debate
Links with other Key Learning Areas
English use vocabulary related to a particular topic
engage in discussion to compare ideas and generate explanations
demonstrate understanding
record information in a table
understand the purpose, structure and features of a factual recount
develop skills in accessing factual information
use oral, written and visual language to record and discuss investigation results
use oral, written and visual language to research and summarise
use oral and written language to write a brief report
compare ideas and relate evidence from an investigation to explanations
follow a procedural text to complete an investigation
present a brief explanation or summary to peers
compare explanations and engage in argument
make contributions to a class summary
represent ideas in a debate and present an argument to an audience
Mathematics count and estimate
calculate an average annual personal radiation dose
draw a graph
HSIE explain the significance of Marie Curie’s discovery of radioactivity
describe patterns of human involvement in environmental areas of Australia
examine how natural factors can influence peoples interactions with the environment
describe the effects of increasing greenhouse gases and climate change on the Earth
demonstrate an understanding of the connectedness between Australia and global
economies
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explain how beliefs and practices influence the ways in which people interact with,
change and value their environment
research how ANSTO disposes of nuclear waste
clarify and reflect on various perspectives about environmental use, including
negative aspects
identify warning signs and appropriate survival techniques
clarify and discuss the responsibility of all Australians towards the conservation of
environments
explain the effect of natural changes on the environment and how people respond to
these changes
PDHPE describe roles and responsibilities in developing and maintaining positive relationships
Suggested Excursion
An ANSTO excursion can be planned for during the Unit or as a final activity. The timing of the
email or letter writing activity could be adjusted to allow the students the opportunity to also
thank ANSTO for the site visit.
Primary school tours are of 2 to 21/2 hours duration. Tours are engaging, fun and free! For further
information contact ANSTO on (02) 9717 3934, or enquiries@ansto.gov.au.
Links with National Statements of Learning for Science

Year 5 Professional Elaborations – Opportunities to Learn for Science
Year 5 Science as a human endeavour
Students have the opportunity to:
• describe how people in a wide range of occupations and cultures use science in their work
and leisure.
Year 5 Science as a way to know
• collect and record data, checking and repeating observations or measurements as appropriate
• present data in different ways including graphing, and reflecting on how useful these were.
Year 5 Science as a body of knowledge
• investigate how some different forms of energy (eg heat, sound, light, electricity) are
transferred and used in their community and research the sources of these forms of energy.
• investigate different types of changes materials can undergo.
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Materials and equipment

Every lesson each student will need to use, or refer to, their Science and Technology workbook.
The whole class will need to have access to the bulletin board, that will be progressively added
to throughout the unit. The following table highlights the materials and equipment specific to each
lesson in the unit.
Lesson For the class Each group
1 diagrams of past models of the atom (eg. small piece of fruit cake per student
Thomson, Rutherford and Bohr models) ‘Observation record: Describing the Atom’
enlarged copy of ‘Observation record: (Resource Sheet 1) for each student
Describing the Atom’ (Resource Sheet 1)
DVD “ANSTO Stories: Isotopes” DVD
player
2 photograph or DVD of a nuclear bomb blast ‘Marie Sklodowska Curie: Element

Discoverer’ (Resource Sheet 2) for each
student
large, flat area (eg. the school hall) enlarged ‘What happens when an atom is too large?’
3 copy of ‘What happens when an atom is (Resource Sheet 3) for each student
too large?’ (Resource Sheet 3) optional: wooden building blocks (eg. Jenga®)
digital camera to record students’ findings marble or small ball
4 enlarged copy of ‘A Sweet Simulation of ‘A Sweet Simulation of Half-Life’ (Resource

Half-Life’ (Resource Sheet 4) roll of paper Sheet 4) for each student approximately 80
towel small pieces of candy marked on one side
(eg. Skittles®), paper towel, paper cup
5 samples of crude oil and kerosene enlarged ‘Changing Energy’ (Resource Sheet 5) for
copy of ‘Changing Energy’ (Resource Sheet each student sheet of A3 paper
5) diagram showing how a coal power
station works, diagram showing how a
nuclear reactor works
6 example of a bone X-ray overhead projector selection of ANSTO pamphlets access to

and screen DVD resources from ANSTO ANSTO website, www.ansto.gov.au
DVD player
7 overhead transparency of ‘The Nuclear ‘The Nuclear Waste Cube’ (Resource Sheet
Waste Cube’ (Resource Sheet 6) overhead 6) for each student paper scissors, glue
transparency of ‘Personal Radiation Dose’ ‘Personal Radiation Dose’ (Resource Sheet
(Resource Sheet 7) overhead projector and 7) for each student
screen DVD showing testing of nuclear
weapons after World War II DVD “ANSTO
Stories: Waste” DVD player
8 resources identified by the group (eg.

information communication technology
equipment, paper or cardboard, etc.)
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Resources from ANSTO include:

CD ROM: “Nuclear Science in Society”
Resource Kit: “A Nuclear Source”
DVD: “ANSTO Stories”
“OPAL Launch April 2007"
on ANSTO and nuclear science.
All are available on request.
Teaching strategies
1 Cooperative learning 12 Clarifying an investigation
2 Reflecting 13 Trialling and testing ideas and concepts
3 Evaluating resources 15 Explaining understanding
4 Student’s negotiated learning 16 Applying understanding
6 Fostering curiosity 19 Exploring ideas
7 Observing to explore and discover 20 Representing ideas by modelling
8 Researching to explore and discover 28 Learning safety procedures
10 Proposing explanations 32 Audio-visual technologies
11 Predicting outcomes 41 Computer graphics
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Lesson 1 A LOOK AT THE ATOM

To capture students interest and find out what they think they know about the atom.
Students
• describe the structure of the atom
• describe atoms in terms of mass number and atomic number.
Targeted Lesson Outcomes
Students will be able to
• represent what they think they know about the atom as a diagram [TS 6]
• identify an element from the atomic number [TS 1]
• describe atoms in terms of mass number and atomic number [TS 4].
Teacher background information

Elements are made up of very small particles called atoms. Each element has its own, unique type
of atom. Atoms are the smallest particle of an element that can exist and still keep the element’s
chemical properties.
Scientists make models of what they think an atom looks like. As scientists learn new facts about
atoms, they change the model. The model currently used is therefore likely to change as scientists
continue with their research.
According to the electron cloud model, atoms are made of three smaller particles: protons,
neutrons, and electrons. Protons, which are positively charged, and neutrons are located in the
centre of the atom. This central core is called the nucleus. The nucleus is surrounded by a cloud of
negatively charged electrons.
Atoms are mostly empty space. The protons and neutrons give an atom most of its mass. Yet these
particles take up very little space in the atom. Only a tiny part of an atom’s mass lies in the electron
cloud. Yet the electron cloud makes up almost all of the atom’s volume. Imagine the nucleus of a
hydrogen atom as big as a marble. The edge of the electron cloud would be more than three football
fields away!
Each element has a different number of protons, ranging from hydrogen, the simplest element,
which has one proton, to uranium which is used as nuclear fuel , which has 92 protons. This is called
the elements atomic number. The mass number is given by the total number of protons and
neutrons. For example, carbon-14 has a mass number of 14. This means that it must have 6 protons,
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because it is carbon, and 8 neutrons. The carbon-14 isotope can also be represented as 6C.
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Science Lesson Plan for K-6 Teachers Lesson 1: A look at the Atom
Lesson steps
1. Give each student a small piece of fruit cake and explain to students that this is how Thomson described
the atom in 1898. Show students the different diagrams of past models of the atom. Ask students if they
have seen diagrams like them before. Ask them to share where they have seen them.
2. Lead a discussion to elicit students’ prior knowledge about the atom and its structure, without providing
any formal definitions or answers about the current model at this stage.
Record students responses on cards or paper strips. Commence a bulletin board.
3. Draw students’ attention to the similarities and differences between each successive model of the atom.
Use questioning and discussion to support students in sharing their ideas about the need for changing the
model, with questions such as:
What similarities do you notice about each model?
What differences do you notice about successive models?
Why do you think the model had to be changed?
NOTE: Avoid using the term ‘electron cloud’ during this phase because the following activity could be
used for diagnostic assessment.
Ask students to record their ideas in their Science and Technology workbook.
4. Explain that students will be summarising their findings in a table. Show an enlarged copy of the
‘Observation record: Describing the atom’ (Resource Sheet 1), and discuss the purpose and the features
of a table to record information.
5. When students have completed their ‘Observation record: Describing the atom’ (Resource Sheet 1),
discuss their findings. Focus attention on the differences between the Thomson model and the Rutherford
and Bohr models.
6. Explain that each element has a unique number of protons. The number of protons is given a special name
called the atomic number. Explain that for a neutral atom, the number of protons (positives) equals the
number of electrons (negatives). Use the DVD“ANSTO Stories: Isotopes” to consolidate students’
learning.
7. Draw students’ attention to the unique combination of atomic number and mass number of any particular
isotope. Give students practice in calculating the number of protons, neutrons and electrons given the
mass number and atomic number of an isotope. Isotopes that could be used include carbon-12, carbon-14;
oxygen-16, oxygen-18; chlorine-35, chlorine-37; as well as potassium-40 and iodine-131.
8. Ask students to suggest questions they can investigate about the current model of the atom. Record their
questions in the students workbook. For example, students might ask:
How small is the nucleus?
How much empty space is in an atom?
Are all atoms of each element the same?
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Science Lesson Plan for K-6 Teachers Lesson 1: A look at the Atom
Observation Record: Describing the Atom
Name:__________________________________________________________ Date: ____________________
Name of Model Diagram of Model What is the same? What has changed?
Thomson Model
Rutherford Model
Bohr Model
Current Model
Resource Sheet 1
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Lesson 2 ATOMIC DETECTIVES

To capture students interest and find out what they think they know about radioactivity.
Session 1 Energy from the Atom
Students
• distinguish between stable and radioactive isotopes
• share and discuss information about radioactivity.
Session 2 Marie Curie - Element Discoverer
Students
• read and discuss a factual recount about Marie Sklodowska Curie
• discuss the discovery of polonium and radium.
• explain that there are different forms of radiation [TS 7]
• describe Marie Curie’s contribution to the study of radioactivity [TS 15].

There is a large amount of energy locked inside a tiny atom. The energy is stored in the nucleus and
so is called nuclear energy. If the mass of all the particles formed by the decay of an unstable
nucleus were added, the amount would be slightly less than the mass of the original nucleus. The
missing mass was converted to energy. Every time a nucleus breaks apart a massive amount of
energy is released according to Einstein’s equation, E = mc2. E is energy, m is mass (kg) and c is the
speed of light (300 000 000 ms-1).
Isotopes may be stable or radioactive. For example, carbon-12 is stable while carbon-14 is
radioactive. When carbon-14 decays it forms a nucleus that is more stable than it was before. A
radioactive element may go through several stages of decay before finally becoming a stable
element. An example of such an isotope is uranium-238.
The main reasons why isotopes are radioactive is due to an imbalance in the number of neutrons to
protons in the nucleus, or the nucleus is too large.
When the nucleus of a radioactive element breaks down it can emit different types of radioactivity.
Alpha particles (α) are made up of two protons and two neutrons. This is the nucleus of a helium
atom. They are fast moving but can be stopped by a sheet of paper and will not travel through air.
Beta particles (β) are fast moving electrons. They are more difficult to stop than alpha particles, but
can be stopped by a thin sheet of metal. Gamma rays (γ) are not particles; they are a form of
electromagnetic radiation. A thick sheet of lead is needed to block gamma rays.
Alpha particles contain two protons and two neutrons. In writing nuclear reactions, an alpha particle
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is written as 2 He. When an atom loses an alpha particle, the atomic number of the product atom is
lower by two and its mass number is lower by four.
Beta particles are fast moving electrons formed by the decomposition of a neutron of an atom. In
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writing nuclear reactions, a beta particle is written as -1 e. When an atom loses a beta particle, the
atomic number increases by one and the mass number stays the same.
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Science Lesson Plan for K-6 Teachers Lesson 2: Atomic Detectives
Session 1 Energy from the Atom

Lesson Steps
1. Review the previous lesson, referring to the bulletin board.
2. Show the students the photograph or DVD of a nuclear bomb blast. Ask them whether they have
ever wondered where the energy came from.
3. Lead a discussion to explain to students the reasons why some atoms are stable and some are
radioactive. Use questioning and discussion to support students in sharing their ideas about the
reasons why some specific examples of isotopes are radioactive (for example carbon-14,
potassium-40 and uranium-235).
4. Introduce the different types of radioactivity. Explain that students will be summarising their
findings in a table in their Science and Technology workbook.
5. Optional: Introduce students to nuclear reactions by constructing some examples as a group
activity. Discuss with students the steps that need to be considered. Give students practice in
writing nuclear reactions given the parent radioisotope and the daughter nucleus (for example,
14 14 0 235 231 4
6 C > 7 N + -1 e and 92 U > 90 Th + 2 He)
Session 2 Marie Curie - Element Discoverer

Preparation
Read ‘Marie Sklodowska Curie: Element Discoverer’ (Resource Sheet 2) and decide how you will use
it with your class. It may be used as an independent reading task or in guided reading groups.
Lesson Steps
1. Explain that the students are going to read a factual recount about a person who was the first
woman to receive a Nobel Prize. Discuss the purpose and features of a factual recount.
2. Arrange for students to read ‘Marie Sklodowska Curie: Element Discoverer’ (Resource Sheet 2)
individually or in guided reading groups.
3. After students have read the text, ask them to brainstorm the key points and record them in their
Science and Technology workbook.
4. Ask students the name of the phenomena and the names of the elements that Marie Curie
discovered. Write the words ‘radioactivity’, ‘radium’ and ‘polonium’ on the board , and ask
students to identify parts of the words. For example, explain that polonium is named after
Poland, where Marie Curie came from.
5. Ask students to recall facts about Marie Curie. Discuss what the word ‘radioactivity’ means and
create a class definition for the word.
6. Explain to students that in this unit they are going to be learning about radioactivity and how it
can be used to generate energy and isotopes that are used in industry and medicine.
7. Direct students’ attention to the bulletin board and add any new vocabulary.
8. Ask students to reflect on what they have learned, including the information about radioactivity
and Marie Curie.
9. Ask students to form into groups. Ask students to share with their group something new they
learnt and something they found interesting so far in the unit. Ask students to write a short
reflection in their Science and Technology workbook.
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Science Lesson Plan for K-6 Teachers Lesson 2: Atomic Detectives
Marie Sklodowska Curie: Element Discoverer
Name:________________________________________ Date: ____________________
Marie Sklodowska Curie (1867 – 1934) was born in Warsaw on November 7, 1867. She had to
overcome many obstacles before she was able to pursue the science that she loved.
Her parents were both teachers, so the family valued education. When Marie was eleven years
old, however, her mother died which was a financial blow as well as a heartache.
Marie was born at a time when Poland was controlled by Russia. Girls were not taught Latin
and Greek even though these languages were needed to apply to Russian universities. Marie
knew she would have to study on her own and eventually leave her country to get a university
degree.
She graduated from high school with a gold medal for excellence and for a time secretly went
to an illegal university where subjects were taught in Polish, against Russian law.
Eventually she worked as a tutor for eight hours a day to earn money for university studies
abroad. After work, she taught Polish children for five hours a day at an illegal school and
then studied physics and mathematics late into the night.
When she finally reached Paris, Marie was self-taught in many subjects. Marie was a hard
worker, and in 1893 graduated first in her class with a Master’s degree in Physics. She was also
the only woman in her class. The next year she returned on a scholarship and earned a
Master’s degree in Mathematics. She also met Pierre Curie, a gifted and talented scientist.
They were married on July 26, 1895, and began to support each other in their work.
At this time, Henri Becquerel discovered that uranium gave out radiation in the form of
invisible particles. Marie and Pierre investigated Becquerel’s rays by separating uranium from
pitchblende. Marie realised that there was something else in the pitchblende giving off even
stronger radiation than uranium. She invented the word ‘radioactive’ to describe materials
that behaved like this.
In 1898 Marie and her husband Pierre, discovered two new elements, which she called radium
and polonium. In 1903 Marie and Pierre Curie shared the Nobel Prize in Physics with Henri
Becquerel.
Find out more at this website:

http://en.wikipedia.org/wiki/Marie_Curie
Resource Sheet 2
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Lesson 3 BUILD AN UNSTABLE NUCLEUS

To provide hands-on, shared experiences of what makes an atom unstable.
Students
• review what they know about the stability of an isotope of an element
• work in groups to model the behaviour of stable and unstable atoms.
• follow directions to investigate how being too large can make an atom unstable [TS 13]
• observe, record and interpret the results of their investigation [TS 7]
• identify the features that made their investigation a fair test [TS 12]
• design and make a model to represent an unstable atom [TS 20].
Ernest Rutherford (1871 - 1937), a famous scientist from New Zealand, was given a large supply of
expensive radium. He discovered that something very strange and miraculous happened to the
radium. He proved that the radium changed into a new element!
Rutherford explained his discovery by stating that the radiation was bits of the radium atom being
thrown out from the nucleus. Most scientists thought his ideas were preposterous. Rutherford’s
ideas were not popular, but he was right!
Today, isotopes are classified as stable isotopes and others are classified as unstable, or
radioactive, isotopes. Stable isotopes maintain constant concentration on Earth over time. Unstable
isotopes are atoms that disintegrate at predictable and measurable rates to make a new atom of a
different element by the emission of either a nuclear electron (beta particle) or a helium nucleus
(alpha particle) and radiation.
These isotopes continue to decay until they reach stability. As a rule, the heavier an isotope is than
the most common isotope of a particular element, the more unstable it is and the faster it will decay.
All the isotopes beyond bismuth (atomic number 83) are unstable.
Some of the unstable isotopes are only moderately unstable and can therefore persist in nature today.
The isotope uranium-238 is a good example. It is radioactive but it’s half-life is 4.43 billion years.
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Science Lesson Plan for K-6 Teachers Lesson 3: Build an Unstable Nucleus
Preparation
Clear the tables in the classroom, or book the school hall, to allow for adequate space for each group.
Lesson steps
1. Review Lessons 1 and 2, and invite students to make further contributions to the bulletin board.
2. Review students’ understanding of the current model of the atom and the types of radioactivity.
Ask students to read their ideas written in their Science and Technology workbook.
3. Explain that students will undertake an investigation to discover what happens when an atom is
too large. Read through an enlarged copy of ‘What happens when an atom is too large?’
(Resource Sheet 3). Discuss the purpose and features of procedural texts.
4. Introduce the idea of a fair test and the need for a control. Draw students’ attention to the fact
that they are using the same size wooden blocks, the same marble or small ball and the ball
rolled at the same speed. Discuss why this is important to ensure a fair test.
5. Form groups and allocate roles. Ask one group member to collect the equipment.
6. After groups have set up their investigations, set a timer for 20 minutes. The students should
write their predictions in their Science and Technology workbook, and then perform their
investigation.
7. After 20 minutes, ask students to record their observations and discuss their findings with the
rest of the class.
8. Provide time for students to design and make a better model to represent an unstable atom in
their groups. Students should have access to a variety of everyday materials to build the model.
Each group should demonstrate their model and other groups can evaluate their design.
9. Update the bulletin board.
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Science Lesson Plan for K-6 Teachers Lesson 3: Build an Unstable Nucleus
What happens when an atom is too large?
Name:________________________________________ Date: ____________________
Aim
To demonstrate how being too large can make an atom unstable using wooden blocks.
Equipment
• Science and Technology workbook
• a marble or small ball
• wooden blocks (eg. Jenga®)
Activity Steps
1 Pile a few blocks up into a tower.
2 Roll the marble gently at the tower.
3 Add a few more wooden blocks to the tower and roll the marble at the same speed at the tower.
4 Repeat step 3 until you have built the highest tower that you can, or until the tower collapses,
whichever comes first.
5 Repeat the investigation at least two more times.
6 Record your observations.
Questions to answer
1 When the tower was short, did the marble knock it over?
2 As the tower got taller and taller, what happened to the stability of the tower?
3 Did the tower get high enough for it to start collapsing by itself?
Resource Sheet 3
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Science Lesson Plan for K-6 Teachers Lesson 4: A Seet Simulation of Half Life
Lesson 4 A SWEET SIMULATION OF HALF-LIFE

To provide hands-on, shared experiences of the half-life of an element.
Students
• review what they think they know about the half-life of an element
• read and discuss a procedural text
• record and discuss observations in groups.
• plan an investigation, with teacher support, that simulates the half-life of an element [TS 8]
• predict, observe, record and interpret the results of their investigation [TS 10]
• understand that the half-life of an unstable isotope can be measured [TS 15]
• identify the features that made their investigation a fair test [TS 2].
Everytime a living being dies a stopwatch starts ticking.
Death starts the stopwatch. Science can read it.
Source Unknown
The rate of radioactive decay is described by the term half-life. Half-life refers to the time required
for half of the nuclei in a sample of a radioactive isotope to decay. The half-life of carbon-14 is 5 730
years. This means that a 10g sample of carbon-14 will become a 5g sample in 5 730 years. After a
further 5 730 years there will be 2.5g of carbon-14, and so on.
Because the rates of radioactive decay are measurable, unstable isotopes are useful tools in
determining age. Through this technique, carbon-14 is used to date the remains of once living things.
This process is called carbon dating.
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Preparation
Clear the tables in the classroom, or book the school hall, to allow for adequate space for each group.
Count out approximately 80 small pieces of candy for each group of students. This can be done
quickly by measuring the mass of 80 candies and then weighing this same mass for each group.
Lesson steps
1. Review Lesson 3. Remind students’ why some isotopes are unstable. Ask students to reflect on
what they think is emitted during radioactive decay. Focus students’ attention on how many
nuclei they think would be left after one half-life, after the second half-life, and so on. Record
their understandings in their Science and Technology workbook.
2. Discuss students’ suggestions for an investigation to determine the time it takes for unstable
nuclei to decay. Encourage students to think about a simulation with a large number of ‘particles’
that represent the nucleus of an unstable isotope. Discuss how they will make this a fair test (by
changing one variable and keeping all other variables the same).
3. Read through an enlarged copy of ‘A Sweet Simulation of Half-Life’ (Resource Sheet 4), and
review the purpose and features of procedural texts.
4. Form groups and allocate roles. Ask one group member to collect equipment.
5. Ask groups to follow the procedure outlined in ‘A Sweet Simulation of Half-Life’ (Resource Sheet 4).
6. Combine the class data in a table which the students should copy from the board. Using this data
draw a graph by plotting the number of radioactive nuclei on the vertical axis and the number of
tosses (half-lives) on the horizontal axis.
Optional: This could be done using a spreadsheet program.
7. Discuss students’ initial predictions and observations as well as their answers to the questions
from ‘A Sweet Simulation of Half-Life’ (Resource Sheet 4).
8. Update the bulletin board.
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A Sweet Simulation of Half-Life
Name:__________________________________________________________ Date: ____________________
Aim
To investigate and measure the half-life of a ‘radioactive isotope’.
Equipment
• Science and Technology workbook
• approximately 80 small pieces of candy marked on one side (for example, Skittles®)
• paper towel
• 1 paper cup
Activity Steps
1 Count the nuclei that you have been given. Record the number in the data table under the
heading Number of Radioactive Nuclei. In the column marked Prediction for Next Toss write the
number of nuclei you think will be left after the first toss (half-life). The nuclei that have not
decayed are the candies with the marked side up.
2 Place all the nuclei into the paper cup; cover and shake the cup. Pour the nuclei onto the paper
towel. Separate the nuclei into two piles, one with the marked side up and the other with the
marked side down. Under the heading Number of Radioactive Nuclei record the number of
candies with the marked side up. Discard the nuclei that have decayed already, with the marked
side down, the best way you can think of!
3 Return only the radioactive nuclei (candies with the marked side up) to the paper cup.
4 Repeat this process until there are no radioactive nuclei left, filling in the columns of the
following table as you go.
Toss (Half-Life) Number of Prediction for Next Toss

Radioactive Nuclei
0
1
2
3
4
5
6
7
8
20
Combine the class data by adding the number of radioactive nuclei of all the class groups together
for each toss in a different table.
Toss (Half-Life) Number of

Radioactive Nuclei
Before the first toss

1
2
3
4
5
6
7
8
6 Using the combined data prepare a graph by plotting the number of radioactive nuclei on the
vertical axis and the number of tosses (half-lives) on the horizontal axis.
Questions to answer
1 How good is the assumption that half the radioactive nuclei decay in each half-life? Why did we
combine the class data?
2 If you started with 200 radioactive nuclei, how many would remain undecayed after three half-lives?
3 Can you predict when a particular piece of candy will decay? What does this imply in terms of
radioactive nuclei?
4 What is meant by the term ‘half-life’?
5 Optional: What determines how long an isotopes half life is?
Resource Sheet 4
adapted from http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=178
21
Lesson 5 ENERGY TRANSFORMATIONS

To support students to summarise, represent and explain their understanding of how nuclear energy
can be harnessed.
Students
• distinguish between chemical and nuclear energy
• compare the relative amount of each type of energy from the same quantity of fuel
• work in groups to generate a flow chart that represents the energy relationship between the Sun
and the Earth
• discuss the need for alternative energy sources in the future.
• distinguish between chemical and nuclear energy [TS 1]
• understand the energy relationship between the Sun and the Earth [TS 15]
• use a flow diagram to show the steps in energy pathways from the Sun to the Earth [TS 4]
• demonstrate energy transfer [TS 19]
• describe the changes in energy in a coal power station and in a nuclear reactor [TS 16].
All living things need energy to live and grow. Most machines are powered by chemical energy that
comes from burning coal, oil or natural gas. Coal, oil and gas are known as fossil fuels.
Burning fossil fuels causes air pollution. This is harmful to people and damages the environment. The
excessive burning of fossil fuels is thought to be the major cause of the Greenhouse Effect—the
increased temperature of the Earth’s atmosphere due to more heat being absorbed in the troposphere.
Scientists have predicted that fossil fuels will run out soon. This depends on whether or not new
sources of energy are found, and how carefully we conserve what is left, particularly in the
production of plastics from petrochemicals. We cannot rely on fossil fuels as a source of energy.
Alternate sources of safe, clean, renewable energy to power the machines we depend on are
required.
Energy from the Sun is called solar energy. Plants use solar energy to convert carbon dioxide and
water into food and oxygen. This is called photosynthesis. Animals and people get their energy from
food which plants have made. The Sun’s energy is passed along the food chain giving energy to all
living things.
When a nucleus of uranium-235 is hit be a slow moving neutron, the nucleus can absorb the neutron
and become so unstable that it splits apart. More neutrons are released along with a burst of energy.
This is called nuclear fission. When the neutrons from one nucleus collide and split the nuclei of
atoms nearby, it is the beginning of a chain reaction.
Energy stored inside the nucleus of atoms is called nuclear energy. Nuclear energy is the most
powerful source of energy there is. 1 kg of uranium produces the same amount of energy as 25
tonnes of coal or 100 barrels of oil.
Nuclear energy is a non-renewable source of energy, but large amounts of energy can be extracted
from very small amounts of fuel. Nuclear energy does not cause pollution and is more efficient than
fossil fuels. However, it does have other problems to do with safety.
22
Science Lesson Plan for K-6 Teachers Lesson 5: Energy Transformations
Lesson steps
1. Review the previous lessons.
2. Obtain a sample of crude oil from a petroleum company. Compare this sample to kerosene, a
refined product of petroleum. Safety: Keep the oil and kerosene in closed jars. Both crude oil and
kerosene are flammable; keep them away from anything that might ignite them.
3. Discuss which energy resource is used to heat the students’ homes. If electricity is the answer,
probe for the resource used to produce the electricity, such as coal, oil, natural gas, or
hydroelectric.
4. Explain that coal, oil, natural gas and wood are chemical forms of energy. Ask students if they
know of any other forms of energy that supply us with electricity. With teacher support, students
should list solar, tidal, wind and geothermal which are renewable, and nuclear which is non-
renewable.
5. Form groups, allocate roles, and ask students to research the differences between chemical
energy and nuclear energy. They should construct a table, in their science and technology
workbooks, in which they consider the benefits and problems of both types of energy.
6. Invite students to share their findings with the rest of the class. Point out to students that energy
is one of the fundamental concepts of science. Describe how energy can affect matter by
making it move, change state, change shape and so on.
7. Review with the class the following suggested Energy Pathways. Ask students to think of some
ways in which solar energy is ‘captured’ naturally on Earth.
Energy Pathways
Sun > Grass > Cattle > Steak Dinner > Athlete
Sun > Ancient Sea Life > Oil Deposit > Refinery Plant > School Bus
Sun > Earth heated > Winds > Wind Generator > Light Bulb
8. Read through the enlarged copy of ‘Changing Energy’ (Resource Sheet 5). Ask students to
complete the activity to show their understanding of the dependence of the Earth on the Sun.
9. Divide the class in half, with each half having an equal number of groups. One half of the class is
to research the energy pathway for a coal power station. The other half of the class is to
research the energy pathway in a nuclear power station. Display the diagrams of the coal power
station and the nuclear reactor to give students some ideas.
10. Discuss the purpose and features of a summary.
11. Provide time for students to develop a summary of their findings in their Science and Technology
workbook and on a sheet of A3 paper.
12. When students have completed their written summaries, bring the class together. Invite students
to share their summaries while displaying the sheet of A3 paper for support.
Encourage other students to agree or disagree with the contributions.
13. Reform groups and ask students to share with their group something new they have learnt and
something they found interesting. Ask students to consider how our lives would be different if
we did not know how to produce energy in power stations. Ask students to record a short
reflection in their Science and Technology workbook.
14. Bring the class together again. Share reflections about the unit so far.
23
Science Lesson Plan for K-6 Teachers Lesson 5: Energy Transformations
Changing Energy
Name:____________________________________________________________ Date: _________________

Look at the energy pathways below. They show how the energy for throwing a ball or moving a car
can be traced back to the Sun. Write a caption for each numbered step. The captions should
describe how energy flows in each drawing.
Energy for Throwing a Ball
1. _______________________________________________________________________________________
2. _______________________________________________________________________________________
3. _______________________________________________________________________________________
4. _______________________________________________________________________________________
Energy to Move a Car
1. _______________________________________________________________________________________
2. _______________________________________________________________________________________
3. _______________________________________________________________________________________
4. _______________________________________________________________________________________
5. _______________________________________________________________________________________
Resource Sheet 5
24
Lesson 6 MODERN APPLICATIONS

To support students to summarise, represent and explain their understanding of the uses of
radioactivity.
Students
• review what they know about radioactive decay products
• describe how commercial radioisotopes are produced
• work in groups to investigate ways in which radioisotopes from ANSTO are used either in
science, medicine or industry
• share their understandings and discuss the importance of ANSTO.
• describe how commercial radioisotopes are produced [TS 6]
• explain how radioisotopes are used in science, medicine and industry [TS 8]
• explain the importance of ANSTO to Australia and other countries in the Asia-Pacific region [TS 3].
Nuclear energy does invaluable work. There are many ways that nuclear energy can help us in our
everyday lives — even save lives!
There are two different types of radioactive isotopes. Neutron-rich radioisotopes (more neutrons
than protons) are produced in a nuclear reactor, such as OPAL at ANSTO. Neutron-poor
radioisotopes (more protons than neutrons) are made in a cyclotron, such as the National Medical
Cyclotron at the Royal Prince Alfred Hospital.
Radiation in Science
Scientists can label important molecules, called tracers, that pass through living things to allow them
to understand the steps that occur in important processes, such as photosynthesis. They can also
study paths that different types of air and water pollution take through the environment.
Radiation is used to measure the age of ancient objects by a process called carbon dating.
Carbon is found in all living things, and a small percentage of this carbon is carbon-14. When a plant
or animal dies, it no longer takes in new carbon and the carbon-14 continues the process of
radioactive decay. After many years the percentage of radioactivity in the old object is less than
when the object was living.
Radiation in Medicine
Doctors administer slightly radioactive substances to patients which are attracted to certain internal
organs such as the pancreas, kidney, thyroid, liver, or brain. A computer can change a non-invasive
scan of the targeted organ or system into pictures on a computer screen or film.
This can be used by the doctor to diagnose what is wrong with the patient.
Radiation is also used for the treatment of serious illnesses, such as cancer. Treating patients with
radiation is called radiotherapy. A beam of radiation can pass through the skin and kill harmful
cancer cells without the patient having an operation.
Five hundred thousand patients are treated annually by radiopharmaceuticals made at ANSTO.
An example of a radioisotope made by ANSTO is technetium-99m which emits gamma radiation.
25
Science Lesson Plan for K-6 Teachers Lesson 6: Modern Applications
Radiation in Industry
Medical equipment such as bandages, syringes and surgical instruments can be placed in sealed
bags and sterilised by radiation. Since the radiation passes through the bags, they can remain sealed
until the contents are needed.
Engineers use radioisotopes to gauge the thickness of materials and to find defects in many types
of metals and machines which would be difficult to detect otherwise. They can be used to check the
flow of liquids in machinery and the way various materials wear out.
An example is americium-241 which is used inside smoke detectors.
ANSTO’s Major Scientific Facilities, Instruments and Technologies
OPAL, which stands for Open Pool Australian Light-water reactor, is a small, but very sophisticated
nuclear reactor. It is not a nuclear power plant, so it does not produce electricity.
Instead OPAL is helping Australia maintain its advanced position at the frontiers of international
scientific research. It provides greatly increased capacity for irradiation of radioisotopes for nuclear
medicine and industry, and the performance of its neutron beam instruments for scientific research
will rank it as one of the top three research reactors in the world.
The National Medical Cyclotron, an accelerator facility adjacent to the Royal Prince Alfred Hospital,
produces radiopharmaceuticals used to diagnose heart conditions, neurodegenerative and thyroid
diseases, and cancer. A cyclotron is an electrically powered machine that accelerates charged
particles to high speeds and beams them at a suitable target, producing a nuclear reaction that
creates a radioisotope.
ANTARES, the Australian National Tandem Accelerator for Applied Research, and STAR, the Small
Tandem for Applied Research, are particle accelerators. They provide ultra-sensitive radioisotope
analysis for environmental studies, atmospheric research, oceanography, archaeology, bio-medicine
and nuclear safeguards. They are also used to develop new materials technology and understand the
characteristics of materials.
26
Science Lesson Plan for K-6 Teachers Lesson 6: Modern Applications
Preparation
It would be beneficial if students could look at the ANSTO website, www.ansto.gov.au, before this
lesson to maximise interest and involvement. If students print out any information, ask them to bring
it to the lesson.
Lesson steps
1. Review the previous lessons.
2. Discuss with students that a wide variety of uses have been found for radioisotopes since
radiation was first discovered. Show them the bone x-ray using an overhead projector.
Discuss with students how the x-ray helped the doctor treat the patient.
3. Ask students if any of them have, or know someone who has, taken a medical radioisotope.
Explain that the radioisotope would probably have come from ANSTO.
Show students a variety of pamphlets from ANSTO by passing them around the class.
4. Explain that radioisotopes can be either neutron-rich and made in a nuclear reactor, or neutron-
poor and made in a cyclotron. Discuss ANSTO’s major scientific facilities, instruments and
technologies.
5. Form groups and allocate roles. Ask one group member to collect the ANSTO pamphlets. Tell
students that they are going to use pamphlets from ANSTO and the ANSTO website
www.ansto.gov.au to research and summarise information about radioisotopes produced by
ANSTO and what they are used for.
6. Provide time for students to record their findings in their Science and Technology workbook.
7. Bring the class together. After writing the headings Science, Medicine and Industry on the board
ask students to contribute radioisotopes and what they are used for under each heading. Make
sure each group contributes at least two radioisotopes.
8. Reform groups. Ask students to make a general list of the ways that radioisotopes are used. Ask
students to record a short reflection in their Science and Technology workbook.
9. Bring the class together. Ask students to go home and ask their families whether they have
heard of ANSTO.
10. Optional: Provide time for students to send an email to Silvia from Education and Tours at
silvia.kostas@ansto.gov.au, or write a letter to ANSTO, c/- Silvia Kostas, PMB 1 Menai NSW 2234
to share what they have learnt about the role of ANSTO and the importance of the work that the
scientists are doing at ANSTO. The students can be prompted with questions such as “One
thing we have learned about was ...”, and “It was interesting to hear about ...”.
27
Lesson 7 THE DARK SIDE OF NUCLEAR TECHNOLOGY

To support students to understand the hazards of nuclear radiation.
Session 1 Nuclear Waste
Students
• construct a cube that represents the amount of nuclear waste for one person
• discuss the methods used to dispose of the waste from a nuclear reactor
• describe the common sources of nuclear waste
• explain why the waste must be treated carefully.
Session 2 Personal Radiation Dose
Students
• describe the most common sources of radiation
• calculate and record their total annual radiation dose
• discuss the effects of a large radiation dosage.
• describe the handling and disposal of radioactive waste generated by nuclear reactors [TS 10]
• distinguish between high- and low-level radioactive waste [TS 28]
• describe the sources of background radiation [TS 1]
• calculate and record their total annual radiation dose [TS 11].
Teacher Background Information
High doses of radiation destroy life. All biological damage effects begin when radiation interacts with
atoms forming the cells in the human body. Radiation causes ionisation of atoms that will affect
molecules that may affect cells that may affect tissues that may affect organs that may affect the
whole body. Low doses of radiation cause people to feel nauseous. Higher doses cause ulcers and
burns on the skin, and damage the bone marrow where red blood cells are made.
Breathing in radiation damages the lungs. Over a number of years, nuclear radiation can cause
cancers. It can even harm children who have not yet been born.
The first use of nuclear energy was the atomic bomb dropped on Hiroshima in August, 1945.
The radiation that was spread over this city, as well as the bomb dropped on Nagasaki, continues to
affect people even today. Nuclear leaks and dumped waste from past decades continue to affect us
today and will also affect future generations. Other sources of radiation include cosmic radiation, the
earth, the materials in our home, the food we eat, aeroplane travel and, the most significant, medical
procedures. Radiation workers are exposed according to their occupations and to the sources with
which they work.
Nuclear power stations produce enough waste to fill a truck each year and the waste is dangerously
radioactive for thousands of years. The air inside nuclear reactors is constantly monitored so that any
leaks are detected immediately.
Nuclear waste, from any source, is divided into three groups depending on how radioactive it is.
Low-level waste, the least radioactive, includes workers’ clothing, air filters and old equipment.
Intermediate-level waste includes used fuel cans and chemicals from waste-treatment processes.
High-level waste is the most dangerous and usually comes from spent fuel.
28
Science Lesson Plan for K-6 Teachers Lesson 7: The Dark Side of Nuclear Technolgy
Each type of radioactive waste is handled and stored differently. Most low and intermediate-level
waste is sealed in containers and stored above ground at special sites. High-level waste is often set
in bricks before being buried deep underground. ANSTO has developed SYNROC (synthetic rock)
that binds the nuclear waste inside artificial rock. Currently, nuclear waste burial sites are all on land.
Session 1 Nuclear Waste

Lesson steps
1. Review the previous lessons. Ask students what their families had been able to tell them about
ANSTO.
2. Ask students ‘What is waste?’ Provide time for students to discuss and write a definition of
waste, and to estimate the volume of waste that their families generate every week.
Ask them to imagine how much rubbish results from one visit to a fast food restaurant, such as
McDonalds®.
3. Discuss that all industries produce garbage. The volume of waste generated every week by one
city is enormous. Ask students why they have recycle bins at home.
4. Explain that the problem with nuclear power plants and research reactors, like OPAL, is not the
amount of waste they make, which is small in comparison. The problem is that the waste is
dangerously radioactive. Ask students to think about and list other producers of radioactive
waste. All producers of radioactive waste must take care in the disposal of these materials to
protect workers, the public and the environment. Provide students with prompts such as:
Would a small leak of radioactive waste from ANSTO be detected?
How would immediate detection of even a very small leak of radioactive waste differ from
leak detection of other types of toxic industrial wastes?
Why are there special sites for disposal of waste in Australia?
Why is there a controversy over the selection of a high-level nuclear waste disposal site in
Australia?
Are special containers built to protect the radioactive contents or keep the contents from
getting in contact with the environment? What are they made of and how are they tested?
5. Form groups and allocate roles. Ask one group member to collect equipment. Show students the
overhead transparency of ‘The Nuclear Waste Cube’ (Resource Sheet 6).
Explain this is the size of one person’s share of high-level waste from nuclear power plants for a
period of 20 years. This is the amount left over after all stable materials have been recycled.
6. Provide time for students to assemble ‘The Nuclear Waste Cube’ (Resource Sheet 6).
Some students may also have the time to decorate their cube.
7. Ask students to research how low-, intermediate- and high-level radioactive waste are disposed
of at ANSTO. Students could be shown the DVD “ANSTO Stories: Waste”.
8. Bring the class together. Discuss their findings and update the bulletin board.
29
Session 2 Personal Radiation Dose

Lesson steps
1. Review the different levels of nuclear waste.
2. Show students the DVD depicting the testing of nuclear weapons that occurred after World War II.
Ask students to consider if the scientists understood the impact of what they were doing on the
Earth. Explain that the effects of these tests are still being monitored today.
3. Ask students if they have heard of any major accidents that have occurred in nuclear power
reactors. Some may have heard of Chernobyl in Russia (1986) and Three-Mile Island in the USA
(1979).
4. Form groups and allocate roles. Ask one group member to collect the ‘Personal Radiation Dose’
(Resource Sheet 7). Show students the overhead transparency of ‘Personal Radiation Dose’
(Resource Sheet 7). Go through the list of materials that contribute to the radiation dose that we
all experience.
5. Provide time for students to fill in the activity sheet and to discuss their own personal radiation
dose quantities with the other students in their group.
6. Bring the class together. Update the bulletin board. Share reflections about the unit so far and
record in the Science and Technology workbook.
30
The Nuclear Waste Cube
Name:__________________________________________________________ Date: ____________________

This cube is the size of one person’s share of high-level radioactive waste from nuclear power plants
for a period of 20 years. This is the amount of waste left over after all stable materials have been
recycled.
Directions:
Using the diagram as a guide, cut out and fold the pattern to make a cube.
Resource Sheet 6
adapted from http://www.nrc.gov/reading-rm/basic-ref/teachers/waste-cube.html
31
Personal Radiation Dose

Name:__________________________________________________________ Date: ____________________
(microsieverts) μSv
Where you live
1. Cosmic radiation at sea level (from outer space) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
2. Select the number of microsieverts for your elevation (in metres)
up to 300 m = 20 300-600 m = 50 Elevation of some Australian cities (in metres):
Sydney, 40; Lucas Heights, 140; Melbourne,
600-900 m = 90 900-1200 m = 90 113; Canberra, 578; Tidbinbilla, 700; Thredbo,
1957; Brisbane, 4; Toowoomba, 641; Perth, 25;
1200-1500 m = 210 1500-1800 m = 290 Adelaide, 48; Mt Lofty, 730; Hobart, 51; Mt
Wellington, 1261; Darwin, 30.
1800-2100 m = 400
add this number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ______
3. Terrestrial (from the ground) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
4. House construction
If you live in a stone, brick, or concrete building, add 70 . . . . . . . . . . . . . . . . . . . . . . . ______
What you eat and drink
5. Internal radiation (in your body)
From food and water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
From air (radon) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2000
Other sources
6. Weapons test fallout (less than 10) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
7. Jet plane travel
For each 1500 kilometres you travel, add 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ______
8. If you have porcelain crowns or false teeth, add 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . ______
9. If you use gas lantern mantles when camping, add 1 . . . . . . . . . . . . . . . . . . . . . . . . ______
10. If you wear a luminous wristwatch (LCD), add 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . ______
11. If you use luggage inspection at airports (using typical X-ray machine), add 1 . . . . . . ______
12. If you watch colour television, add 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ______
13. If you use a video display terminal, add 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ______
14. If you have a smoke detector, add 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ______
15. If you have had medical procedures, add 530 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ______
16. If you live within 50 kilometres of the ANSTO research reactor add 1 . . . . . . . . . . . ______
17. If you live within 50 kilometres of a coal-fired electrical power plant, add 1 . . . . . . . . ______
My total annual radiation dose = μSv _______
Resource Sheet 7
32
Science Lesson Plan for K-6 Teachers Lesson 8: “Are Radioisotopes Too Dangerous to Use?”
Lesson 8
“ARE RADIOACTIVE ISOTOPES TOO DANGEROUS

TO USE?”
To provide opportunities for students to reflect on their learning during this unit and prepare a debate
that represents what they know about the benefits and problems associated with the use of
radioactive isotopes.
Students
• work in groups to prepare an argument on the safety or danger of radioactive isotopes in their lives
• make presentations to an audience.
Key Lesson Outcomes
• summarise, represent and explain their understanding of how nuclear energy can be harnessed
[TS 10]
• summarise, represent and explain their understanding of the benefits of radioactivity [TS 2]
• explain the hazards of nuclear waste [TS 15]
• prepare a debate that represents what they know about the benefits and problems associated
with the use of radioactive isotopes [TS 16].
Lesson steps
1. Explain that students are going to work in two main groups to develop presentations that will be
part of a debate. The question students are debating is ‘Are Radioactive Isotopes too Dangerous
to Use?’
2. Assign one group the position of advocating the use of radioisotopes. Have the other group
advocate prohibiting the use of radioactive isotopes. Within each group, smaller teams will be
asked to find reasons to back up their positions. Remind students to use the bulletin board and
their Science and Technology workbook for background information.
They may also like to do further research or interview parents and friends.
3. Brainstorm presentation ideas.
4. Have each team within a group consolidate their reasons into a summary of arguments to be
presented to the class.
5. Explain the information that you will be looking for to assess students’ presentations:
well organised information
evidence of research into the topic
evidence of knowledge of the topic
clear oral communication
evidence of group work
creative presentation.
6. Form groups and allocate roles. Ask one group member to collect whatever equipment they need.
7. Provide groups with time to plan, prepare and practise their presentations.
8. Invite an audience (for example, another class, parents) to view presentations in the debate.
9. Conduct a class debate in which students present their findings and evaluate the various
arguments. Encourage students to come to their own conclusions.
33
Resource List
Books - Juvenile Literature ISBN
Nuclear Energy (2005) Discovery Channel 8179912345
Holland, G. (1996) Nuclear Energy, New York, Benchmark Books. 0761400478
Gibson, D. (2004) Nuclear Power, Black Rabbit Books. 1583406530
Stoyles, P., Pentland, P & Demant, D. (2003) Nuclear Energy, Black Rabbit Books. 1583403280
Kelly, D.D. (2006) Radioactive Waste: Hidden Dangers, Rosen Publishing Group. 1404207457
Daley, M. J. (1997) Nuclear Power: Promise or Peril?, Twenty-First Century Books. 0822526115
Andryszewski, T. (1995) What to do about nuclear waste, Brookfield,
Millbrook Press. 1562945777
Giacobello, J. (2003) Nuclear Power of the Future: New Ways of Turning Atoms
into Energy,Rosen Publishing Group. 0823936619
Pettigrew, M. (2004) Radiation, Stargazer Books. 1932799214
Graham, I. (2005) Curie and the Science of Radioactivity, Salariya Publishers. 1904642543
Graham, I. (1998) Energy Forever? Nuclear Power, London, Wayland Publishers. 0750222360
Moe, B. (2003) The Revolution in Medical Imaging, Rosen Publishing Group. 0823936724
Bryan, N. (2004) Chernobyl: Nuclear Disaster, Gareth Stevens. 0836855116
Miller, R. (2006) The Elements: What You Really Want to Know, Twenty-First
Century Books. 0761327940
McLeish, E. (2007) The Pros and Cons of Nuclear Power, Rosen Publishing Group. 1404237402
Anderson, D. (2004) The Atom Bomb Project, Gareth Stevens. 0836854136
Landau, E. (2006) The History of Energy, Minneapolis, Twenty-First Century Books. 0822538067
Silverstein, A. (2006) Heart Disease, Twenty-First Century Books. 0761334203
Asimov, I. (2000) Worlds Within Worlds: The Story of Nuclear Energy,
Washington, University Press of the Pacific. 0898750016
Richards, J. (2007) Future Energy, South Yarra, Macmillan Education Australia P/L. 9781420261035
Snedden, R. (2001) Nuclear Energy, Oxford, Reed Educational and Professional
Publishing Ltd. 0431117616
Richardson, H. (1999) How to Split the Atom, Oxford University Press. 0199105928
General Books ISBN
Hodgson, P.E. (1999) Nuclear Power, Energy and the Environment,
Imperial College Press. 186094101X
Ogilvie, M. B. (2004) Marie Curie: A Biography, Greenwood Press. 0313325294
Silverstein, A. (2005) Cancer, Twenty-First Century Books. 0761328335
New Scientist Magazine Articles
19 January 2008 Best supporting role (p. 5)
Push to nuclear (p. 6)
The great coal hole (p. 38)
12 January 2008 Nuclear battles (p. 4)
Life’s a beach on planet Earth (p. 8)
34
15 December 2007 Medical crisis (p. 5)

01 December 2007 Nuclear security in Russia ‘disturbing’ (p. 18)
13 October 2007 Nuclear reactions (p. 4)
06 October 2007 Windscale fallout blew right across Europe (p. 11)
22 September 2007 Safety warning at nuclear bomb plant (p. 8)
11 November 2006 Altered half-life (p. 26)
21 October 2006 Half-life heresy: Accelerating radioactive decay (p. 36)
10 June 2006 Who will pay for a nuclear future? (p. 8)
23 August 2003 How to create and destroy elements in a flash of light (p. 12)
15 March 2003 Bones tell where victims lived and when they died (p. 7)
17 November 2001 Should we worry (p. 18)
14 October 2000 The heat is on (p. 4)
Tainted wilderness (p. 10)
18 March 2000 Radiation and risk: Inside Science 129 (middle insert)
Websites
http://www.ansto.gov.au
http://www.nrc.gov/reading-rm/basic-ref/students.html
http://www.nrc.gov/reading-rm/basic-ref/teachers.html
http://nuclearinfo.net/Nuclearpower
http://www.skwirk.com.au/p-c_s-4_u-191_t-528_c-1970/nsw/science
http://wps.pearsoned.com.au/qs1/0,9190,1393306-,00.html
http://nobelprize.org/nobel_prizes/physics/laureates/1903
http://www.terrace.qld.edu.au/academic/lote/french/yr5curie.htm
http://www.darvill.clara.net/altenerg.htm
http://www.energyquest.ca.gov/story/chapter13.html
http://www.outreach.psu.edu/news/magazine/vol_3.2/nuclear.html
http://www.sciencenetlinks.com/lessons
http://www.uic.com.au/nip26.htm
http://www.geog.ucsb.edu/~williams/Isotopes.htm
http://www.soest.hawaii.edu/GG/ASK/isotopes.html
http://hypertextbook.com/physics/modern/half-life
Posters
Mentone Educational Centre (www.mentone-educational.com.au)
The Atom (Safari)
Nuclear Fusion
Nuclear Fission
The Atom
Radioactivity
Nuclear Power Reactors
35
Southern Cross Educational (www.pcet.co.uk) Phone: (03) 9572 4277 Fax: (03) 9572 4299
Radioactivity (A Teaching Guide is supplied free with every title)
Audio-Visual
Audio Tape: “Voices of Science”
Video: “Beyond 2000 Medical Breakthroughs and Prevention”
DVD: “Radioisotopes at Work” Classroom Video www.classroomvideo.com.au
DVD: “Nuclear Physics” Classroom Video
DVD: “Atoms and Their Electrons” Classroom Video
DVD: “Trinity and Beyond: The atomic bomb movie” and “Atomic Filmmakers: Behind the scenes”
Magna Pacific www.magnapacific.com.au
“The Atoms Kit” by E GLO Pty Ltd
www.epatch.com.au
References
Board of Studies (1993) Science and Technology: Syllabus and Support Document, Sydney, Board of
Studies.
Curriculum Corporation (2006) Statements of Learning for Science, Carlton, Curriculum Corporation.
Holland, G. (1996) Nuclear Energy, New York, Benchmark Books.
Richards, J. (2007) Future Energy, South Yarra, Macmillan Education Australia P/L.
Richardson, H. (1999) How to Split the Atom, Oxford University Press.
http://www.boardofstudies.nsw.edu.au
http://www.science.org.au/primaryconnections
http://www.nrc.gov/reading-rm/basic-ref/teachers.html
http://www.sciencenetlinks.com/lessons
http://hypertextbook.com/physics/modern/half-life
36

ANSTO Radiation Guide To Teachers

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ANSTO Radiation Guide To Teachers

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Science Lesson Plan for K-6 Teachers

Outcomes and Indicators 4

Links with other KLA’s 5

Links with National Statements of Learning for Science 6

Materials and Equipment 7

Lesson 1 A Look at the Atom 8

Lesson 2 Atomic Detectives 11

Lesson 3 Build an Unstable Nucleus 15

Lesson 4 A Sweet Simulation of Half-Life 18

Lesson 5 Energy Transformations 22

Lesson 6 Modern Applications 26

Lesson 7 The Dark Side of Nuclear Technology 29

Lesson 8 “Are Radioactive Isotopes too Dangerous to Use?” 35

Unit Overview Radiation: From the Inside Out!

Lesson Lesson Objective

Lesson 3 To provide hands-on, shared experiences of what makes an

Lesson 4 To provide hands-on, shared experiences of the halflife of an

Lesson 5 To support students to summarise, represent and explain their

Lesson 6 To support students to summarise, represent and explain their

Lesson 7 To support students to understand the hazards of nuclear

Outcomes and Indicators

Links with National Statements of Learning for Science

Materials and equipment

Lesson For the class Each group

2 photograph or DVD of a nuclear bomb blast ‘Marie Sklodowska Curie: Element

4 enlarged copy of ‘A Sweet Simulation of ‘A Sweet Simulation of Half-Life’ (Resource

6 example of a bone X-ray overhead projector selection of ANSTO pamphlets access to

8 resources identified by the group (eg.

Resources from ANSTO include:

Lesson 1 A LOOK AT THE ATOM

Teacher background information

Observation Record: Describing the Atom

Name:__________________________________________________________ Date: ____________________

Lesson 2 ATOMIC DETECTIVES

Teacher background information

Session 1 Energy from the Atom

Session 2 Marie Curie - Element Discoverer

Marie Sklodowska Curie: Element Discoverer

Name:________________________________________ Date: ____________________

Find out more at this website:

Lesson 3 BUILD AN UNSTABLE NUCLEUS

What happens when an atom is too large?

Name:________________________________________ Date: ____________________

Lesson 4 A SWEET SIMULATION OF HALF-LIFE

A Sweet Simulation of Half-Life

Name:__________________________________________________________ Date: ____________________

Toss (Half-Life) Number of Prediction for Next Toss

Toss (Half-Life) Number of

Before the first toss

Lesson 5 ENERGY TRANSFORMATIONS

Name:____________________________________________________________ Date: _________________

Energy to Move a Car

Lesson 6 MODERN APPLICATIONS

Lesson 7 THE DARK SIDE OF NUCLEAR TECHNOLOGY

Session 1 Nuclear Waste

Session 2 Personal Radiation Dose

The Nuclear Waste Cube

Name:__________________________________________________________ Date: ____________________

Personal Radiation Dose

My total annual radiation dose = μSv _______

“ARE RADIOACTIVE ISOTOPES TOO DANGEROUS

15 December 2007 Medical crisis (p. 5)

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